2. OPENING VIGNETTE
Why did these products fail?
Listerine Toothpaste
Ben-Gay Aspirin
Oreo Little Fudgies
Why did Pocket Paks succeed?
3. CONSUMER LEARNING
A process by which individuals acquire the
purchase and consumption knowledge and
experience that they apply to future related
behaviour.
Learning refers to a relatively permanent change
in behavior that is caused by experience.
Learning is an ongoing process and we can
learn:
Vicariously by observing events that affect
others,
By incidental learning which is unintentional.
5. IMPORTANCE OF LEARNING
Marketers must teach consumers:
where to buy
how to use
how to maintain
how to dispose of products
There are several theories to explain
the learning process such as the
Behavioral Theory and the Cognitive
Theory.
6. LEARNING THEORIES
Behavioural
Theories: Theories
based on the
premise that learning
takes place as the
result of observable
responses to
external stimuli. Also
known as stimulus
response theory.
Cognitive Theories:
A theory of learning
based on mental
information
processing, often in
response to problem
solving.
8. REINFORCEMENT
A positive or negative outcome that
influences the likelihood that a specific
behaviour will be repeated in the future in
response to a particular cue or stimulus.
10. BEHAVIORAL LEARNING THEORIES
Stimulus
Consumer Response
Consumer’s Black Box
Behavioral Learning Theories Assume that Learning
Takes Place as the Result of Responses to External
Events.
11. BEHAVIORAL LEARNING THEORY:
CLASSICAL CONDITIONING
Classical Conditioning Occurs When a Stimulus That
Elicits a Response is Paired With Another Stimulus That
Initially Does Not Elicit a Response on It’s Own.
Unconditioned
Stimulus
(UCS)
Conditioned
Stimulus
(CS)
Conditioned
Response
(CR)
12. CLASSICAL CONDITIONING
Pairing a stimulus with another stimulus that
elicits a known response to produce the
same response when used alone.
13. NOTE: UR and CR
represent the same
behavior, but causes
differ
CLASSICAL CONDITIONING
US ----> UR
(Unconditioned stimulus) (Unconditioned response)
US + CS -----> UR
(Conditioned stimulus)
CS ------> CR (CS alone is now
(Conditioned response) able to bring
E.g.: CR)
SUGAR -------> insulin release
SUGAR + Cola Taste -------> insulin release
Cola taste -------> insulin release
14. FACTORS THAT AFFECT THE
CLASSICAL CONDITIONING PROCESS
Stimulus
Generalization
“Piggybacking”
Stimulus
Discrimination
Repetition
15. MARKETING APPLICATIONS OF
BEHAVIORAL LEARNING PRINCIPLES
Behavioral Learning
Brand Equity
Repetition
Advertising Wear-Out
Conditioned Product Association
Stimulus Generalization
Family Branding
Product Line Extension
Licensing
Look-Alike Packaging
Stimulus Discrimination
16.
17.
18. CLASSICAL CONDITIONING – CONT’D
Classical conditioning is the learning of
associations among events that allows us to
anticipate and represent our environment.
From this viewpoint, classical conditioning is
not reflexive action, but rather the acquisition
of new knowledge
19. NEO-PAVLOVIAN CONDITIONING
Forward Conditioning (CS Precedes US)
Repeated Pairings of CS and US
A CS and US that Logically Belong to Each
Other
A CS that is Novel and Unfamiliar
A US that is Biologically or Symbolically
Salient
20. STRATEGIC APPLICATIONS OF CLASSICAL
CONDITIONING
Repetition
Stimulus Generalization
The inability to perceive differences between slightly
dissimilar stimuli.
Stimulus Discrimination
21. REPETITION
Repetition increases strength of
associations and slows forgetting
but over time may result in
advertising wearout.
Cosmetic variations reduce
satiation.
22. THREE-HIT THEORY
Repetition is the basis for the idea that three
exposures to an ad are necessary for the ad
to be effective
The number of actual repetitions to equal
three exposures is in question.
23. STIMULUS GENERALIZATION
The inability to perceive differences between
slightly dissimilar stimuli.
Marketing applications
Product Line, Form and Category Extensions
Family Branding
Licensing
Generalizing Usage Situations
24. STIMULUS DISCRIMINATION
The ability to select a specific stimulus from
among similar stimuli because of perceived
differences.
25. CLASSICAL CONDITIONING AND
MARKETING STRATEGY
Identify and pair product with a known,
well-liked stimulus
More attention
More favourable attitudes
Greater intention to buy the product
Learning of key attributes
Use stimulus generalization effectively
Distinguish the product through effective
use of stimulus discrimination
26. INSTRUMENTAL CONDITIONING
Consumers learn by means of trial and
error process in which some purchase
behaviours result in more favorable
outcomes (rewards) than other purchase
behaviours.
A favorable experience is instrumental in
teaching the individual to repeat a specific
behaviour.
learning based on a trial-and-error
process, with habits forced as the result of
positive experiences (reinforcement)
29. REINFORCEMENT EFFECTIVENESS
Temporal proximity--conditioning is more
effective if consequences immediately follow
behavior (delayed reinforcement is much
less effective)
Recognition of relationship between
behavior and consequences
Schedules of reinforcement--variable ratio
is most effective
30. STRENGTH OF LEARNING
Importance
Involvement
Product
Message—e.g.,
AFLAC Insurance
Energizer Bunny
Mood
Mixed research results
More elaboration and
associations during positive
mood if the association is
pleasurable
Happy people may seek to
avoid thinking to avoid
spoiling the good mood
Individuals will tend to be
more critical of claims under
bad mood
31. BEHAVIORAL LEARNING THEORY:
INSTRUMENTAL CONDITIONING
Instrumental Conditioning (Operant Conditioning)
Occurs as the Individual Learns to Perform
Behaviors That Produce Positive Outcomes and to
Avoid Those That Yield Negative Outcomes.
It Occurs in One of the Following Ways:
Punishment
Positive Reinforcement
Negative Reinforcement
Extinction
32. INSTRUMENTAL LEARNING
Reinforcement Schedules
Fixed - Interval
Variable - Interval
Fixed - Ratio
Variable - Ratio
Applications of Instrumental
Conditioning
Reinforcement of Consumption
Frequency Marketing - reinforces regular
purchasers by giving them prizes with values that
increase along with the amount purchased.
33. REINFORCEMENT
Positive
Reinforcement:
Positive outcomes
that strengthen the
likelihood of a
specific response
Example: Ad showing
beautiful hair as a
reinforcement to buy
shampoo
Negative
Reinforcement:
Unpleasant or negative
outcomes that serve to
encourage a specific
behaviour
Example: Ad showing
wrinkled skin as
reinforcement to buy
skin cream
34. OTHER CONCEPTS IN REINFORCEMENT
Punishment
Choose reinforcement rather than
punishment
Extinction
Combat with consumer satisfaction
Forgetting
Combat with repetition
35. INSTRUMENTAL CONDITIONING AND
MARKETING
Make the product the ultimate reward
Provide samples and free trials
Provide non-product rewards
Practice relationship marketing
Reinforcement Schedules
Shaping
Massed versus Distributed Learning
36. DEVELOPING BRAND LOYALTY: TRICKS
AND TRAPS
Product quality --->
satisfaction
Sales promotions
Stealing loyal consumers
away from others--is it worth
it?
Price
value
exclusiveness
37. COGNITIVE LEARNING THEORY
Learning through problem solving,
which enables individuals to gain some
control over their environment.
Three types:
Observational learning
Rote Learning
Reasoning
38. COGNITIVE LEARNING THEORY:
OBSERVATIONAL LEARNING
Consumer’s Attention Must Be Drawn to a Desirable Model
Consumer Must Remember What is Said and Done by Model
Consumer Must Convert This Information Into Actions
Consumer Must be Motivated to Perform These Actions
Is Learning Conscious Or Not?
Observational Learning Occurs When People Watch the
Actions of Others and Note the Reinforcements They Receive
From Others.
Imitating the Behavior of Others is Called Modeling:
39. THE ROLE OF MEMORY IN LEARNING
Encoding Information for Later Retrieval
Types of Meaning
Personal Relevance
Flashbulb Memories
Narrative
Memory Systems
Sensory Memory
Short-Term Memory (STM)
Long-Term Memory (LTM)
43. THE ROLE OF MEMORY IN LEARNING
Spreading Activation
Memory Trace for an Ad Could Be Stored
in One or More of the Following Ways:
Brand-specific
Ad-specific
Brand Identification
Product Category
Evaluative Reactions
Levels of Knowledge
44. THE ROLE OF MEMORY IN LEARNING
Retrieving Information for Purchase
Decisions
Factors Influencing Retrieval
State-Dependent Retrieval
Familiarity and Recall
Salience and Recall
Von Restorff Effect
Pictorial Versus Verbal Cues: Is a Picture
Worth a Thousand Words?
45. THE ROLE OF MEMORY IN LEARNING
Factors Influencing Forgetting
Decay
Part-List Cueing Effect
Products as Memory Markers
Autobiographical Memories
The Marketing Power of Nostalgia
Nostalgia
Spontaneous Recovery
Memory and Aesthetic Preferences
Measuring Memory for Marketing Stimuli
Recognition Versus Recall
The Starch Test
46. THE ROLE OF MEMORY IN LEARNING
Problems with Memory Measures
Response Biases
Memory Lapses
Memory for Facts Versus Feelings
47. OBSERVATIONAL LEARNING
individuals learn by observing the behaviour
of others, and consequences of such
behaviour.
Also known as modeling or vicarious
learning.
48. ICONIC ROTE LEARNING
Learning concepts through simple repetition
Repeated ads teach consumers about a product’s
attributes
49. REASONING
Highest level of cognitive learning
Involves creative thinking
Depends on how information is processed
and stored
50.
51. RETENTION
Information is stored in
long-term memory
Episodically: by the
order in which it is
acquired
Semantically: according
to significant concepts
52. INFORMATION PROCESSING AND
INVOLVEMENT THEORY
Central and Peripheral Routes to
Persuasion
highly involved consumers are best reached through
ads that focus on the specific attributes of the product
(the central route)
uninvolved consumers can be attracted through
peripheral advertising cues such as the model or the
setting (the peripheral route).
53. ELABORATION LIKELIHOOD MODEL (ELM)
a person’s level of involvement during
message processing determines which route
to persuasion is likely to be effective
54. THE ELABORATION LIKELIHOOD MODEL
Involvement
Central
Route
Peripheral
Route
Message
Arguments
Influence
Attitudes
Peripheral
Cues
Influence
Attitudes
HIGH
LOW
55. COGNITIVE LEARNING AND MARKETING
STRATEGY
Use rote learning to teach consumers
about the brand
Use reasoning or problem solving for
complex or high-involvement products
Use modelling to extinguish negative
behaviour
Use knowledge of information
processing to help consumers store,
retain and retrieve messages.
56. MEASURES OF CONSUMER LEARNING
Recognition and Recall Measures
Aided and Unaided Recall
Cognitive Responses to Advertising
Copy-testing Measures
Attitudinal and Behavioural Measures of
Brand Loyalty
